Curriculum Unit Plan: Subject Area: Science Grade Level Kindergarten Unit Title: Animal Life cycles
GLCE /HSCE- Grade Level Content Expectation
METS-S (focused on student using technology) OR NETS-T (focused on teachers using technology)
Instructional Objectives
Tools and Resources
Smart Board Animal Life Cycles
L.OL.00.12 Identify and compare living and nonliving things.
Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students will be able to draw, name by, labeling all body parts of the butterfly.
Book,Ten Little Caterpillars by Bill Martin Jr., Lois Ehlert Smart board, Butterfly Activity booklet, Crayons/colored pencils
Filamentality Lesson Plan: Hunt for Beautiful Butterflies
L.OL.00.11 Identify that living things have basic needs. S.IA.00.13 Communicate and present findings of observations. S.IA.00.14 Develop strategies for information gathering (ask an expert, use a book, make observations, conduct simple investigations, and watch a video)
Content Standard 2: All students will use technologies to input, retrieve, organize, manipulate, evaluate, and communicate information. 1. Input and retrieve information from a technological system (including the practice of word processing skills).
Students will utilize the internet tools by viewing teachers Treasure Hunt and following complex directions in answering the questions on the selected websites.
L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and as a source of building material for growth and repair. L.OL.00.11 Identify that living things have basic needs. L.OL.00.12 Identify and compare living and nonliving things.
Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision making skills. 4. Use technologies to organize thoughts in a logical process (voice, data, video, graphics, etc).
Students will collect and arrange images to compose a food chain using “iMovie”
1. Computer 2. Computer Program, iMovie 3. Access to intranet in using google images.
Pages Dissect a Seed
L.OL.00.11 Identify that living things have basic needs. S.IP.00.13 Plan and conduct simple investigations. S.IP.00.14 Manipulate simple tools (for example: hand lens, pencils, balances, non-standard objects for measurement) that aid observation and data collection. S.IP.00.16 Construct simple charts from data and observations.
Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision making skills. 1. Use a variety of technologies to express ideas (voice, data, video, graphics, etc).
Students will dissect and compare & contrast seeds and identify the seed parts.Then using smart, teacher and class will assemble a Page document to show the class their findings.
Computer Program: Pages Camera magnifying lens Seeds; lima,pinto,corn Scissors.
Prezi A Frog’s Life
S.IP.00.11 Make purposeful observation of the natural world using the appropriate senses. L.OL.00.12 Identify and compare living and nonliving things. S.IP.00.16 Construct simple charts from data and observations.
Net Standard 2. Design and Develop Digital Age Learning Experiences and Assessments . a) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
Students will observe and describe physical characteristics of a frog. Sequence a Prezi with teachers guidance based on the stages of a frog’s development. Students will tell a story based on sequence cards.
Book: From Tadpole to Frog. Computer, and Prezi. Copy of sequence cards with stages of frogs life for each student group.
Unit Plan
Jennifer Duffey
Subject Area: Science
Grade Level Kindergarten
Unit Title: Animal Life cycles
Grade
Level
Content
Expectation
(focused on student using technology)
OR
NETS-T
(focused on teachers using technology)
Animal Life Cycles
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
by Bill Martin Jr., Lois Ehlert
Smart board,
Butterfly Activity booklet,
Crayons/colored pencils
Hunt for Beautiful Butterflies
S.IA.00.13 Communicate and present findings of observations. S.IA.00.14 Develop strategies for information gathering (ask an expert, use
a book, make observations, conduct simple investigations, and watch a video)
1. Input and retrieve information from a technological system (including the practice of word processing skills).
Printer.
Plan
iMovie
Food Chain
L.OL.00.11 Identify that living things have basic needs. L.OL.00.12 Identify and compare living and nonliving things.
4. Use technologies to organize thoughts in a logical process (voice, data, video, graphics, etc).
2. Computer Program, iMovie
3. Access to intranet in using google images.
Dissect a Seed
S.IP.00.13 Plan and conduct simple investigations. S.IP.00.14 Manipulate simple tools (for example: hand lens, pencils,
balances, non-standard objects for measurement) that aid
observation and data collection.
S.IP.00.16 Construct simple charts from data and observations.
1. Use a variety of technologies to express ideas (voice, data, video, graphics, etc).
Program: Pages
Camera
magnifying lens
Seeds;
lima,pinto,corn
Scissors.
A Frog’s Life
L.OL.00.12 Identify and compare living and nonliving things.
S.IP.00.16 Construct simple charts from data and observations.
Experiences and Assessments .
a) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
Students will tell a story based on sequence cards.
Computer, and
Prezi.
Copy of sequence cards with stages of frogs life for each student group.